Готові списки джерел за темами / Knowledge and learning in literature

Добірка наукової літератури з теми "Knowledge and learning in literature"

Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Knowledge and learning in literature"

1

Edvardsson, Ingi Runar, and Susanne Durst. "Outsourcing, Knowledge, and Learning." International Journal of Knowledge-Based Organizations 7, no. 2 (April 2017): 13–26. http://dx.doi.org/10.4018/ijkbo.2017040102.

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This paper aims to review research that determines the influence of outsourcing on knowledge management and learning, a process which will help identify new research opportunities and contribute to the further development of outsourcing theory. The study consists of a review of 34 refereed articles on outsourcing in relation to knowledge management and learning. The findings were summarised in a number of hypotheses and two conceptual models which highlight the contribution of outsourcing to either competitive advantage or disadvantage. This study may not have enabled a complete coverage of all peer reviewed articles in the field of outsourcing in relation to learning and knowledge management. Yet, it seems reasonable to assume that the review process covered a large share of studies available. To the best of the authors' knowledge, no literature review on this topic has previously been published in academic journals.
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2

Doherty-Restrepo, Jennifer. "Current Literature Summary." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 169–71. http://dx.doi.org/10.4085/1947-380x-6.3.169.

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The Board of Certification, Inc. (BOC©) Standards of Professional Practice identifies professional responsibility (Code 5) of the AT as using his/her knowledge and skills to positively impact the community. Service learning incorporates community service into a curriculum with specific learning outcomes, preparation, and reflection. A broad range of learning outcomes may be achieved through service learning for the student and instructor alike. We will provide brief synopses of current research on service learning and discuss possible applications to athletic training.
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3

Hoe, Siu Loon. "Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management." Journal of Information & Knowledge Management 06, no. 03 (September 2007): 211–17. http://dx.doi.org/10.1142/s0219649207001779.

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Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these knowledge concepts. The paper discusses the characteristics of organisational learning and emphasises its link to individual learning, the learning organisation, and knowledge management. It contributes to the conceptual and theoretical understanding of organisational learning and its relationship to these knowledge concepts from a multidisciplinary perspective.
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Nasiatin, Titin, Tukimin Bin Sansuwito, and Regidor III Dioso. "Effectiveness Of E-Learning To Student Learning Satisfaction: A Literature Review." International Journal of Health Sciences 1, no. 4 (December 11, 2023): 772–87. http://dx.doi.org/10.59585/ijhs.v1i4.200.

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Introduction: E-learning is acquiring knowledge and skills using the Internet, offering learners a versatile and individualized medium for education. It is a novel method of providing high-quality educational services to students through electronic means to enhance their knowledge, abilities, and consistency. Higher education institutions globally are increasingly using several forms of e-learning. Conversely, through engagement, e-learning has secured the improvement of learning abilities, knowledge, and excellence. Material and Methods: This study constitutes a comprehensive examination of the current body of literature. The subject matter, comprising publications published between 2018 and 2023, was selected from various internet sources, such as Science Direct, PubMed, and Google Scholar. We employed the PRISMA methodology to analyze the literature review systematically. Results: Following a comprehensive evaluation of 14 suitable papers, only 10 of the 183 articles chosen for analysis could be analyzed. Evidence suggests that e-learning can facilitate a fresh comprehension of the essential aspects of effective learning methodologies. Conclusion: According to the literature research findings, it was discovered that the e-learning model affects learning satisfaction, which is simultaneous with its influence. The level of contentment that students have with the outcomes of their e-learning experiences can be a primary measure of the quality of education provided in higher education.
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5

Kabir, Md Shahjahan, and Md Inamul Haque Sabuj. "Learning Language through Literature:." Crossings: A Journal of English Studies 6 (December 1, 2015): 125–31. http://dx.doi.org/10.59817/cjes.v6i.201.

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This study shows how literature can be used as a tool to develop learners’ knowledge in English. Most of the courses in the Departments of English in Bangladesh are literature-oriented and the teaching and testing systems mainly cover some thematic and philosophical aspects. This paper aims at exploring the effectiveness of learning language through literature, locating the different distinctive linguistic features tightly patterned in a literary text. As literature does not constitute a particular type of language, the effects of literary language and the real life use of it in texts allow the language learners to trace how different linguistic rules are embedded in, and how the learners can develop language skills, unveiling the inseparable bridge between language and literature. This paper, therefore, is a linguistic experimentation on Maugham’s “The Luncheon” and Eliot’s “The Love Song of J. Alfred Prufrock” to demonstrate how they can be used as teaching materials to enrich students’ communicative and linguistic competence in English. This study also focuses on practical uses of some figurative languages such as dramatic monologue, humor, irony, metaphor, paradox, satire, and symbol as well as some idioms and phrases which may help the learners gain a lot of exposure in English.
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Toh, Shee Ying, Norris Syed Abdullah, Suraya Miskon, Azizah Abdul Rahman, and Hadina Habil. "Personal Knowledge Management in M-Learning: A Systematic Literature Review." Advanced Science Letters 21, no. 6 (June 1, 2015): 1910–14. http://dx.doi.org/10.1166/asl.2015.6158.

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7

Haleem, Fazal. "Role of organizational learning and knowledge management." HOLISTICA – Journal of Business and Public Administration 8, no. 3 (December 1, 2017): 19–32. http://dx.doi.org/10.1515/hjbpa-2017-0020.

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AbstractThis research is based on Electrocell, a US battery manufacturing company, which was facing problems in its marketing and sales departments as evidenced by its low performance. Following a short introduction to the firm, literature reviews the two recently emerged and widely debated topics, that is, organizational learning and knowledge management. It is followed by the reasons for Electrocell’s declination and revival before and after acquisition by Restart, a US cosmetic manufacturing company. Then, Knowledge Sharing Model, General Hierarchical Model of Organizational Commitment, Knowledge Management, and Learning Organization Capacity, and Three Dimensional Model are described and critically analyzed. At the end, Knowledge Management System Conceptual Model is applied on the case study thoroughly and critically analyzed followed by summary. The research contributes to the literature and offers important implications for academics, managers and strategists that why learning is important and how does it matter to an organization.
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8

Burgard, Tanja, and André Bittermann. "Reducing Literature Screening Workload With Machine Learning." Zeitschrift für Psychologie 231, no. 1 (February 2023): 3–15. http://dx.doi.org/10.1027/2151-2604/a000509.

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Abstract. In our era of accelerated accumulation of knowledge, the manual screening of literature for eligibility is increasingly becoming too labor-intensive for summarizing the current state of knowledge in a timely manner. Recent advances in machine learning and natural language processing promise to reduce the screening workload by automatically detecting unseen references with a high probability of inclusion. As a variety of tools have been developed, the current review provides an overview of their characteristics and performance. A systematic search in various databases yielded 488 eligible reports, revealing 15 tools for screening automation that differed in methodology, features, and accessibility. For the review on the performance of screening tools, 21 studies could be included. In comparison to sampling records randomly, active screening with prioritization approximately halves the screening workload. However, a comparison of tools under equal or at least similar conditions is needed to derive clear recommendations.
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9

Lei, Zhang, Lilliati Ismail, Fazilah Razali, and Norliza Ghazali. "A Literature Review on Cooperative Learning to Improve EFL Students’ Learning Motivation." International Journal of Professional Business Review 8, no. 6 (June 29, 2023): e02636. http://dx.doi.org/10.26668/businessreview/2023.v8i6.2636.

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Purpose: The gender-related research discrepancy makes it clear that understanding why cooperative learning effectiveness differs by gender is one of the goals of the current study. Another goal is to investigate the changes in grade-level-based supportive knowledge effectiveness. Theoretical framework: . A collection project's success is the outcome of the aids made by the participants and the guiding principles that they are all committed to. It may be difficult to include individual contributions in the evaluation and appraisal of the group's overall effort. Second, students with diverse backgrounds may have a range of cultures, values, worldviews, and life experiences. Design/methodology/approach: A successful educational method that supports such an method is supportive knowledge, which consists of “some related methods of organizing classroom instruction to achieve common knowledge goals via cooperation”. This method to knowledge is based on the idea that individuals actively choose, change, and interpret the information. Findings: As a result, they can settle disputes, make required changes, and eventually provide superior results. All learners can benefit from cooperative learning after these conditions have been satisfied, with certain variations owing to particular learner traits. The findings of this study provide educators with more empirical support for the use of effective interactive teaching techniques to boost student motivation and enhance learning outcomes. Research, Practical & Social implications: Recent research has demonstrated that training based on constructivism and collaborative principles affects learning results in a variety of academic areas. Originality/value: The outcomes of cooperative learning will be more likely and the findings will be more reliable. The gender-related research discrepancy makes it clear that understanding why cooperative learning effectiveness differs by gender is one of the goals of the current study.
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Perućica, Ranka, Sanja Živanović, and Draženko Jorgić. "Learning about Learning in the Context of Pedagogical Theoretical Knowledge." Društvene i humanističke studije (Online) 7, no. 4(21) (December 30, 2022): 541–58. http://dx.doi.org/10.51558/2490-3647.2022.7.4.541.

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Learning any type of material or any activity can be a burden for an individual. If we are dealing with individuals at younger age periods, then that burden becomes even heavier. Practice shows that students are generally not willing to learn, and there are more and more educators who are dissatisfied with the way students learn at all age levels. We should look for the result of dissatisfaction in the causes, and the task of educators should be to instruct students to primarily learn to learn. Dissatisfaction should be sought in the causes, and the task of educators would be to instruct students to primarily learn to learn. The goal of the paper is a consistent theoretical review of learning to learn, viewed through a kind of "binocular" of the author for the analysis of the problems of learning to learn, based on "listening" to practice. Using the method of theoretical analysis, we elaborated the theoretical foundations and performed an analysis of the available literature on the issue of learning to learn, observing the same in its way through permanence, determinism, integrative, multi-layered dimension, and intellectual education. reviewing the literature that deals with the issue of learning, we tried to point out the importance of the same, to develop theoretical foundations that will help all those who are engaged in educational work in developing awareness of the importance and popularization of this issue on the one hand, and on the other hand, it can represent a foundation for some future research.
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Дисертації з теми "Knowledge and learning in literature"

1

Franklin, Lee Aaron. "The role of language in Plato's theory of knowledge and learning /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195325073.

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Ramponi, Alan. "Knowledge Extraction from Biomedical Literature with Symbolic and Deep Transfer Learning Methods." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/310787.

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The available body of biomedical literature is increasing at a high pace, exceeding the ability of researchers to promptly leverage this knowledge-rich amount of information. Although the outstanding progress in natural language processing (NLP) we observed in the past few years, current technological advances in the field mainly concern newswire and web texts, and do not directly translate in good performance on highly specialized domains such as biomedicine due to linguistic variations along surface, syntax and semantic levels. Given the advances in NLP and the challenges the biomedical domain exhibits, and the explosive growth of biomedical knowledge being currently published, in this thesis we contribute to the biomedical NLP field by providing efficient means for extracting semantic relational information from biomedical literature texts. To this end, we made the following contributions towards the real-world adoption of knowledge extraction methods to support biomedicine: (i) we propose a symbolic high-precision biomedical relation extraction approach to reduce the time-consuming manual curation efforts of extracted relational evidence (Chapter 3), (ii) we conduct a thorough cross-domain study to quantify the drop in performance of deep learning methods for biomedical edge detection shedding lights on the importance of linguistic varieties in biomedicine (Chapter 4), and (iii) we propose a fast and accurate end-to-end solution for biomedical event extraction, leveraging sequential transfer learning and multi-task learning, making it a viable approach for real-world large-scale scenarios (Chapter 5). We then outline the conclusions by highlighting challenges and providing future research directions in the field.
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Ramponi, Alan. "Knowledge Extraction from Biomedical Literature with Symbolic and Deep Transfer Learning Methods." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/310787.

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The available body of biomedical literature is increasing at a high pace, exceeding the ability of researchers to promptly leverage this knowledge-rich amount of information. Although the outstanding progress in natural language processing (NLP) we observed in the past few years, current technological advances in the field mainly concern newswire and web texts, and do not directly translate in good performance on highly specialized domains such as biomedicine due to linguistic variations along surface, syntax and semantic levels. Given the advances in NLP and the challenges the biomedical domain exhibits, and the explosive growth of biomedical knowledge being currently published, in this thesis we contribute to the biomedical NLP field by providing efficient means for extracting semantic relational information from biomedical literature texts. To this end, we made the following contributions towards the real-world adoption of knowledge extraction methods to support biomedicine: (i) we propose a symbolic high-precision biomedical relation extraction approach to reduce the time-consuming manual curation efforts of extracted relational evidence (Chapter 3), (ii) we conduct a thorough cross-domain study to quantify the drop in performance of deep learning methods for biomedical edge detection shedding lights on the importance of linguistic varieties in biomedicine (Chapter 4), and (iii) we propose a fast and accurate end-to-end solution for biomedical event extraction, leveraging sequential transfer learning and multi-task learning, making it a viable approach for real-world large-scale scenarios (Chapter 5). We then outline the conclusions by highlighting challenges and providing future research directions in the field.
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4

Radovanovic, Aleksandar. "Concept Based Knowledge Discovery from Biomedical Literature." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_9861_1272229462.pdf.

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5

Clavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.

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The purpose of this research study is to analyze Colombian teachers' knowledge of literacy learning in Spanish and in English revealed in their narratives and in their practice through a teacher education program. The research questions addressed in this study aim to answer the following: (1) How do teachers in the literacy program perceive reading and writing as revealed through their personal literacy histories? (2) What knowledge of literacy learning in Spanish and in English do teachers in the literacy program reveal as presented in their self-selected classroom literacy project? (3) How is teachers' knowledge of literacy learning in Spanish and in English expressed in their practice? This study draws upon data collected during a year-long inquiry I conducted with public school teachers in Bogota, Colombia during March 1998 and April 1999. The 42 teachers who participated in this research project had an average of 10 years teaching. Their knowledge statements found in the data collected served as the unit of analysis from which six categories emerged. Additional information represented in classroom observation, interviews and videotapes was collected of three exemplar cases of elementary school teachers. The conclusions that I arrived at from the analysis of Colombian teachers' knowledge of literacy learning are the following: First, that writing and sharing the literacy histories contributed to transforming traditional pedagogical practices into innovative pedagogical practices of reading and writing. Second, the class sessions, readings, seminars attended, and the sharing of experiences with their peers permitted the generation of new knowledge on literacy learning by teachers. Third, the new knowledge of literacy learning generated by teachers was revealed in the innovations presented in their classroom literacy project. Finally, the conference on literacy contributed to exchanging knowledge and generating more questions for further investigation.
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6

Beierle, Marlene Perlman. "Classroom Interactions that Support Learning Over time: The Construction of Learning Opportunities for Acquiring Complex Academic Knowledge in the Study of Literature." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324177693.

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Da, Silva Maia Alexandre. "Renaissance desire and disobedience : eroticizing human curiosity and learning in Doctor Faustus." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21205.

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Focusing on the A-text (1604) version of Marlowe's Doctor Faustus , this study further assesses biographical information on the poet and intellectual currents of the Counter Reformation, so as to investigate the play's relation to emergent trends of individualism in the Renaissance, recovery of the pagan past, and intellectual aspirations that could readily collide with orthodoxy. Clearly reflecting anxieties of the period about individual deviance from social norms through intellectual overreaching, Doctor Faustus powerfully testifies to the potential dangers of human aspiration and the scholarly spirit of unbounded learning. While thus exploring the exotic temptations of forbidden knowledge, the play resurrects and interrogates traditional taboos which related intellectual appetite to wrongful lust. Marlowe stages an explosive conflict between the conservative tradition of intellectual inquiry, which distrusted the unorthodox scholarship and Neoplatonic magic that some widely influential thinkers promoted in the Italian Renaissance, and Faustus's own creative desires, ambitions, and imagination. The tension between proscribed and prescribed knowledge climaxes in the invocation of Helen of Troy. While Helen's significance is complex, we find that, in relation to the play's concern with dissent from orthodoxy, she focuses the power of intellectual longing to seduce and ravish the mind. Apart from being a superior play, Doctor Faustus encapsulates Marlowe's awareness of his period's uneasy perception of unconventional thinking, and urges the importance of challenging restrictions on how much one is permitted to know.
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8

Sjödin, Emma. ""One goal is to understand the world better" : A Thematic Analysis of Upper-Secondary School Teachers' Choice and Use of Literary Texts in EFL." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47932.

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The aims of the present study were to explore how teachers in upper-secondary school choose and use literary texts and genres in their teaching of English as a foreign language (EFL), what their attitudes are towards the role of literature in reaching the learning objectives and what implications their textual choices have for  literature teaching in general. Six people participated in the study, three male and three female upper-secondary school teachers in Sweden with English as one of their main subjects. The data were collected through semi-structured interviews with questions focusing on how the teachers use literary texts in order to teach English in the courses English 5, 6 and 7. The data were analysed using a grounded theory approach. The identified themes were teachers’ general attitudes to literature teaching, learning objectives taught implicitly through literature and teachers’ basis for literary choices. The main conclusions drawn from this study were that in most of these cases, factors such as relatability and degree of intelligible input overrode canonicity in EFL literature teaching.
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Johannesson, Emelie. "Video games – A tool for expanding English vocabulary knowledge? : A study of video games potential impact on English vocabulary knowledge in Swedish upper secondary students." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78802.

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This study researches the possibility of video games being a helpful tool when it comes to English vocabulary knowledge, by comparing the English vocabulary knowledge of those that play video games to those that do not play video games. The study also focuses on comparing the English vocabulary knowledge of those that play video games frequently to those that play video games seldomly and discuss why this might make a difference. 37 students were asked to fill in a questionnaire with questions focusing on if they play video games or not, how often they play and what sort of games they played. The second part of the study was a vocabulary test containing 51 words one might encounter whilst playing video games, in this vocabulary test the students were asked to give an English synonym and a Swedish translation of these words. The results of the study revealed that there were differences between the groups, as those that did play video games scored higher on the vocabulary test compared to those that did not play video games. There was also a difference in terms of performance on the vocabulary test depending on how often the students played video games.
Denna studie undersöker videospels möjlighet till att vara ett hjälpmedel när det gäller kunskaper i engelskt ordförråd genom att jämföra ordförrådskunskaperna hos de som spelar videospel med de som inte spelar videospel. Studien fokuserar också på att jämföra de engelska ordförrådskunskaperna hos dem som ofta spelar videospel med de som sällan spelar videospel och diskuterar varför detta kan göra en skillnad. 37 elever ombads att fylla i ett frågeformulär med frågor med fokus på om de spelar videospel eller inte, hur ofta de spelar och vilken typ av spel de spelade. Den andra delen av studien var ett ordförrådstest innehållande 51 ord som kan stötas på i videospel, i detta ordförrådstest ombads eleverna att ge en engelsk synonym och en svensk översättning av dessa ord. Resultaten av studien visade att det fanns skillnader mellan grupperna, eftersom de som spelade videospel fick högre poäng på ordförrådstestet jämfört med de som inte spelade videospel. Det fanns också skillnader prestationsmässigt i ordförrådstestet beroende på hur ofta eleverna spelade videospel.
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Tivehag, Evelina. "Det främmande ordet : Att arbeta med ordinlärning i det engelska språket i grundskolan." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80076.

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Detta arbete hade syftet att undersöka hur det arbetas med ordinlärning i engelskundervisningen i den svenska grundskolan. Studien är baserad på intervjuer med syfte att undersöka lärares syn på ordinlärning och vilka metoder de finner mest gynnande för den långsiktiga inlärningen. Intervjuerna var semistrukturerade och genomfördes med hjälp av två lärare som undervisar i årskurserna 1-3 och tre lärare som undervisar i årskurserna 4-6. Resultaten visar att det finns olika metoder som används vid ordinlärning och dessa inkluderar att läraren genemsamt läser och uttalar ord tillsammans med sina elever, samt att uppmärksamma nya ord i texter under läsningens gång. Lärarnas svar visade även att lärarna medvetet integrerar olika metoder i undervisningen för att gynna elevernas ordinlärning. Lärarna säger att de märker vilka metoder eleverna föredrar, vilket bland annat involverar samarbeten, webbaserade aktiviteter och läsning i grupp. Lärarna säger även att det genom undervisningen framgår vilka metoder som är mest gynnsamma än andra.
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Книги з теми "Knowledge and learning in literature"

1

S, Manikandan K. A synthesis of organizational learning & knowledge management literatures. Bangalore: Indian Institute of Management, 2009.

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2

Su Shi lun wen yi. Beijing: Beijing chu ban she, 1985.

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3

Francesco De Sanctis: Cultura classica e critica letteraria. Napoli: Guida, 2009.

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4

Balzac, Honoré de. Code des gens honnêtes, ou, L'art de ne pas être dupe des fripons. Paris: Nautilus, 2001.

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5

Burbridge, Martha Vanbiesem de. Borges cosmopolita. [Buenos Aires, Argentina]: Universidad Católica Argentina, Facultad de Filosofía y Letras, Centro de Estudios de Literatura Comparada, "María Teresa Maiorana,", 1994.

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6

August Wilhelm Schlegel und die Vergleichende Literaturwissenschaft. Frankfurt am Main: P. Lang, 1985.

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7

Milward, Peter. Shakespeare's world of learning. Tokyo, Japan: Renaissance Institute, Sophia University, 2006.

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8

Milward, Peter. Shakespeare's world of learning. Tokyo, Japan: Renaissance Institute, Sophia University, 2006.

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9

E, Christodoulou Kyriaki, ed. Montaigne et la Grèce, 1588-1988: Actes du colloque de Calamata et de Messène, 23-26 septembre 1988. Paris: Aux Amateurs de livres, 1990.

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10

Convegno su Fabrizio De André (2009 Rome, Italy). Fabrizio De André fra traduzione e creazione letteraria: Atti della giornata di studio, Libera università degli studi San Pio V, Roma, 12 gennaio 2009. Fasano (Br - Italia) [i.e. Brindisi, Italy]: Schena, 2009.

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Частини книг з теми "Knowledge and learning in literature"

1

Kesavan, Preethi. "Literature Review." In Enablers of Organisational Learning, Knowledge Management, and Innovation, 21–66. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9793-0_2.

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Minović, Miroslav, Miloš Milovanović, and Dusan Starcevic. "Literature Review in Game-Based Learning." In Information Systems, E-learning, and Knowledge Management Research, 146–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_18.

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Bolisani, Ettore. "Knowledge Management for Adult and Higher Education: Mapping the Recent Literature." In Connecting Adult Learning and Knowledge Management, 175–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_10.

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4

Miandar, Toloue, Ambra Galeazzo, and Andrea Furlan. "Coordinating Knowledge Creation: A Systematic Literature Review on the Interplay Between Operational Excellence and Industry 4.0 Technologies." In Knowledge Management and Organizational Learning, 137–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43589-9_6.

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Coelho, Luis Pedro, Estelle Glory-Afshar, Joshua Kangas, Shannon Quinn, Aabid Shariff, and Robert F. Murphy. "Principles of Bioimage Informatics: Focus on Machine Learning of Cell Patterns." In Linking Literature, Information, and Knowledge for Biology, 8–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13131-8_2.

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Maalel, Ahmed, and Mahbouba Hattab. "Literature Review: Overview of Cancer Treatment and Prediction Approaches Based on Machine Learning." In Advanced Information and Knowledge Processing, 221–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-14939-0_10.

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Liu, Hongfang, Manabu Torii, Guixian Xu, Zhangzhi Hu, and Johannes Goll. "Learning from Positive and Unlabeled Documents for Retrieval of Bacterial Protein-Protein Interaction Literature." In Linking Literature, Information, and Knowledge for Biology, 62–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13131-8_8.

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Chen, Shih-Wen Sue. "Learning and Play in Mengxue bao (The Children’s Educator) and Qimeng huabao (Enlightenment Pictorial)." In Children’s Literature and Transnational Knowledge in Modern China, 109–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6083-1_4.

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Kuniyoshi, Fusataka, Jun Ozawa, and Makoto Miwa. "Analyzing Research Trends in Inorganic Materials Literature Using NLP." In Machine Learning and Knowledge Discovery in Databases. Applied Data Science Track, 319–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86517-7_20.

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Afroze, Lameya, Silke Merkelbach, Sebastian von Enzberg, and Roman Dumitrescu. "Domain Knowledge Injection Guidance for Predictive Maintenance." In Machine Learning for Cyber-Physical Systems, 75–87. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-47062-2_8.

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AbstractWith the integration of Industry 4.0 technologies, overall maintenance costs of industrial machines can be reduced by applying predictive maintenance. Unique challenges that often occur in real-time manufacturing environments require the use of domain knowledge from different experts. However, there is hardly any guidance that suggests data scientists how to inject knowledge from predictive maintenance use cases in machine learning models. This paper addresses this lack and presents a guidance for the injection of domain knowledge in machine learning models for predictive maintenance by analyzing 50 use cases from the literature. The guidance is based on the informed machine learning framework by von Rueden et al. [1]. Finally, the guidance gives a recommendation to data scientists on how domain knowledge can be injected into different phases of model development and suggests promising machine learning models for specific use cases. The guidance is applied exemplarily to two predictive maintenance use cases.
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Тези доповідей конференцій з теми "Knowledge and learning in literature"

1

Silva, Mariana O., Luiza de Melo-Gomes, and Mirella M. Moro. "Gender Representation in Literature: Analysis of Characters' Physical Descriptions." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/kdmile.2023.232571.

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This study employs Natural Language Processing (NLP) techniques to quantitatively analyze the descriptions of male and female body parts in Portuguese literature. We investigate these descriptions' frequency, specificity, and objectification by examining a corpus of literary works. The results indicate distinct differences in how male and female bodies are portrayed, revealing evidence of gender bias in the choice of specific descriptors for body parts. This research contributes to the ongoing discourse surrounding gender representation in literature, shedding light on the potential biases in textual descriptions. Furthermore, it underscores the significance of NLP techniques in uncovering patterns within literary texts, providing valuable insights into data mining. Through this analysis, we deepen our understanding of gender dynamics within literary works and foster critical discussions on representation in literature.
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Bouadjenek, Mohamed Reda, Karin Verspoor, and Justin Zobel. "Learning Biological Sequence Types Using the Literature." In CIKM '17: ACM Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3132847.3133051.

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Valle Torre, Manuel, Catharine Oertel, and Marcus Specht. "The Sequence Matters in Learning - A Systematic Literature Review." In LAK '24: The 14th Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3636555.3636880.

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Silva, Victor, Amanda Days Ramos Novo, Damires Souza, and Alex Rêgo. "Machine Learning to Assist in Pneumonia Decision Making: A Systematic Review of the Literature." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/kdmile.2020.11977.

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Clinical decision support systems is a research area in which Machine Learning (ML) techniques can be applied. Nevertheless, specifically in assisting pneumonia decision making, the use of ML has not been so expressive. To help matters, this work aims to contribute to the evolution of the intersection of such areas by presenting a Systematic Review of the Literature. It provides results which may help to identify, interpret and evaluate how ML techniques have been applied and some research enhancements yet to be done.
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Ramírez Luelmo, Sergio Iván, Nour El Mawas, and Jean Heutte. "Machine Learning Techniques for Knowledge Tracing: A Systematic Literature Review." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010515500600070.

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Lei, Philip I. S., and Antonio Jose Mendes. "A systematic literature review on knowledge tracing in learning programming." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637323.

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Sarmiento, Juan Pablo, and Alyssa Friend Wise. "Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature." In LAK22: 12th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3506860.3506910.

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Fang, Xie. "Significance of knowledge of English and American Literature to English learning." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.115.

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Romadhon, Muh Syaiful, Dana Indra Sensuse, Nadya Safitri, and Deden Sumirat Hidayat. "A Systematic Literature Review of Knowledge Management Models for E-learning." In 2022 1st International Conference on Information System & Information Technology (ICISIT). IEEE, 2022. http://dx.doi.org/10.1109/icisit54091.2022.9873026.

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Mao, Jihang, and Wanli Liu. "Integration of Deep Learning and Traditional Machine Learning for Knowledge Extraction from Biomedical Literature." In Proceedings of The 5th Workshop on BioNLP Open Shared Tasks. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5724.

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Звіти організацій з теми "Knowledge and learning in literature"

1

Georgalakis, James, and Fajri Siregar. Knowledge Translation in the Global South: Bridging Different Ways of Knowing for Equitable Development. Institute of Development Studies, July 2023. http://dx.doi.org/10.19088/ids.2023.028.

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This study explores knowledge translation (KT) in the global South and provides recommendations for funders to support more effective structures and strategies for the use of research for equitable development. The project explores the KT strategies, practices and theories researchers and research intermediaries use in the global South, and the challenges they experience, and identifies the types of support required from research funders. The mixed methods design incorporated facilitated learning sessions, a review of the literature, case study selection and analysis, and semi-structured interviews. The research finds that KT is too narrowly defined and a holistic approach is needed support it in the global South. Recommendations for funders include creating challenge funds, taking a programme-level approach to supporting KT, and embracing complexity.
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2

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Rodriguez Muxica, Natalia. Open configuration options Bioinformatics for Researchers in Life Sciences: Tools and Learning Resources. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003982.

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The COVID-19 pandemic has shown that bioinformatics--a multidisciplinary field that combines biological knowledge with computer programming concerned with the acquisition, storage, analysis, and dissemination of biological data--has a fundamental role in scientific research strategies in all disciplines involved in fighting the virus and its variants. It aids in sequencing and annotating genomes and their observed mutations; analyzing gene and protein expression; simulation and modeling of DNA, RNA, proteins and biomolecular interactions; and mining of biological literature, among many other critical areas of research. Studies suggest that bioinformatics skills in the Latin American and Caribbean region are relatively incipient, and thus its scientific systems cannot take full advantage of the increasing availability of bioinformatic tools and data. This dataset is a catalog of bioinformatics software for researchers and professionals working in life sciences. It includes more than 300 different tools for varied uses, such as data analysis, visualization, repositories and databases, data storage services, scientific communication, marketplace and collaboration, and lab resource management. Most tools are available as web-based or desktop applications, while others are programming libraries. It also includes 10 suggested entries for other third-party repositories that could be of use.
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Fryer, Michelle, Virginia Poggio, Viviana Vélez-Grajales, Anna Risi Vianna Crespo, Grace Noboa-Hidalgo, Monika Huppi, Leslie F. Stone, and Ursula Quijano. Approach Paper: Review of IDB Support to Secondary Education-Quality and Learning in Latin America and the Caribbean, 1995-2011. Inter-American Development Bank, May 2012. http://dx.doi.org/10.18235/0010422.

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The main objective of this evaluation is to identify lessons from IDB's support to secondary education policies and systems in LAC since 1995, with a particular focus on quality of education and learning outcomes. The evaluation will review the IDB's dialogue with countries on educational policies; the design, execution and results of IDB-financed education operations; and the building of education-related knowledge and capacities. Findings will seek to identify factors affecting the success of interventions in different contexts, and to provide Management and client countries with specific recommendations on how the IDB could approach the sector going forward. Data sources include literature reviews and background papers, the IDB secondary education lending portfolio, country case studies, existing impact evaluations on secondary education-related topics, EDU and SCL economic and sector work reports, and key-informant interviews of stakeholders, IDB education sector specialists and other relevant IDB staff.
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6

Braun, Steven M. Outdoor School for all! : student outcomes in Oregon : 2023 evaluation report. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1172.

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Outdoor School for All! Student Outcomes in Oregon is an ongoing evaluation project of outdoor schools throughout Oregon. The intent of this project is to build understanding and knowledge about the outcomes of outdoor school programming and support program improvement. We built an evaluation system based on legislative requirements, ongoing community engagement, iterative study, a wide variety of data sources and existing literature/knowledge base. Understanding student outcomes, a part of this broad evaluation system, is the focus of this report. Findings are presented here to support many aspects of outdoor school which occur across the state. These include: - providing and developing inclusive and equitable programming - authentic and reciprocal community engagement - meeting legislative requirements - providing professional development and learning informed by evaluation - strengthening and diversifying the outdoor school
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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Анотація:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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8

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

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Анотація:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.

Повний текст джерела
Анотація:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.

Повний текст джерела
Анотація:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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